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Dissertations / Theses on the topic 'Teenagers with disabilities – Vocational education'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Wong, Kin-wan Anissa. "The effectiveness of school-based curriculum in enhancing vocational competencies among secondary school students with moderate mental handicaps." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669032.

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2

Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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3

Price, Linda J. "Outcomes for secondary students with disabilities : effects of functional vocational evaluation and self-determination /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7708.

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4

Wong, Kin-wan Anissa, and 黃健雲. "The effectiveness of school-based curriculum in enhancing vocational competencies among secondary school students with moderate mentalhandicaps." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35669032.

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5

Kuffner, Bianca. "Adolescents in special schools' perceptions of their learning disabilities." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20054.

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Thesis (MEdPsych) Stellenbosch University, 2012.
ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education. The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis. The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources.
AFRIKAANSE OPSOMMING: Voltooiing van formele onderwys met 'n spesifieke leergestremdheid bied baie uitdagings aan die betrokke individue. Negatiewe persepsies van leergestremdhede en/of onakkurate en onrealisties persepsies kan vir leerders met spesiale onderwysbehoeftes swak uitkomste in die volwasse lewe tot gevolg hê, asook gevoelens van frustrasie, hulpeloosheid en hopeloosheid tydens hul oorgang van skool na naskoolse kontekste. Sulke individue moet 'n akkurate persepsie van hul eie leergestremdhede vorm om te verseker dat hulle gewillig self voorspraak sal maak (self-advocate) en in staat sal wees om toepaslike ondersteuning wat nodig is om sukses in alle sfere van die lewe te ervaar, uit te soek. Die doel van hierdie studie was om 'n in-diepte ondersoek van die subjektiewe persepsies van adolessente in spesiale onderwys met betrekking tot hul eie leergestremdhede te voer, aangesien toegang tot hierdie kennis 'n belangrike eerste stap in die rigting van die ontwikkeling en voorsiening van positiewe en bemagtigende ingrypings en ondersteuning vir leerders in spesiale onderwys is. Die navorser het haarself belyn met die konstruktivistiese/interpretatiewe paradigma en die navorsingsmetodologie wat gebruik is kan beskryf word as 'n basiese kwalitatiewe navorsingsontwerp. Sewe deelnemers van 'n spesiale skool is gekies deur middel van doelgerigte steekproeftrekking. Die navorser het individuele semi-gestruktureerde onderhoude en fokusgroep onderhoude gebruik, sowel as persoonlike dokumente (in die vorm van die leerders se persoonlike lêers) om data te verkry. Die proses van analise wat toegepas word kan beskryf word as tematiese inhoud-analise. Die bevindinge van hierdie studie dui daarop dat adolessente bewus is van die individuele uitdagings wat aan hul gestel word deur die voltooiing van skool met 'n leergestremdheid. Tog was dit in 'n minder aftakelende sin ervaar as gevolg van die ondersteunende spesiale skool konteks waarin hul hulself bevind. Oor die algemeen was hulle nie bewus daarvan dat hulle self voorspraak (self-advocacy) sal moet maak vir ondersteuning in naskoolse kontekste nie. Die persepsies wat van hul leergestremdhede gevorm word is beïnvloed deur vroeë ervarings van hul eerste bewustheid van hul stryd om te leer, hul ervarings van die asseseringsproses en plasing in 'n spesiale skool, die persepsies wat ander van hul leergestremdhede het, sowel as hul ervarings as leerders in 'n spesiale skool. Die belangrikste aanbeveling gebaseer op die bevindinge van hierdie studie is dat die leerders in die omgewing van die spesiale skool voorsien moet word van meer eksplisiete voorligting ten opsigte van die spesifieke aard van hul leergestremdhede. Hulle moet bewus gemaak word van strategieë en hulpbronne wat hul moontlik kan gebruik in die naskoolse omgewings, asook die proses van die verkryging van toegang tot sodanige hulpbronne.
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6

Legutki, Gregory Walter. "Factors which enhance the transition from high school to adult life of students with special needs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/821.

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7

Lohyn, Marta. "Problems of theory and research : an evaluation of a vocational training programme for disabled adolescents /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arml833.pdf.

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8

Panagos, Rebecca J. Huffman. "Self-efficacy and the career development of adolescents with learning disabilities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737846.

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9

Huyssoon, William Lee. "Exploratory vocational course for special needs students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1939.

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10

Seaman, Rachel Lynn. "Paraprofessional-Implemented Vocational Training for Students With Severe Disabilities." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493500711957814.

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11

Barczak, Mary Aline. "Using Visual Supports to Teach Vocational Skills to Students with Significant Intellectual Disabilities." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587064968221701.

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12

Powell, Christine Carrington. "Communication In Support of Students with Disabilities Attending Career Technical Education." Thesis, California Lutheran University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284759.

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This qualitative study investigated information sharing practices between two Southern California comprehensive high schools and an offsite career training (CT) school with a focus on students with disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal’s Four Frame Model served as the theoretical framework. The 12 participants included special education teachers, career technical teachers and administrators of curriculum and instruction. Findings included organizations operate separately, resulting in minimal teacher input in individual education plan (IEP) development and implementation, lack of targeted professional development for teachers at both organizations, and lowered expectations of SWD. Implications and suggestions for leadership to align structures and promote collaboration to facilitate SWD learning are examined.

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13

Brooks, Jerrie L. "An Appreciative Inquiry into the Social Skills an Individual with Disabilities Uses to Maintain Employment." Thesis, Southwestern College (Kansas), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599241.

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The employment rate for individuals with disabilities is low. Yet some individuals with disabilities are able to maintain employment for extended periods of time by using unspecified social competencies, which allowed them to react appropriately during co-worker and supervisor interactions at the work site. The purpose of this qualitative case study was to explore the social skills utilized by an individual with disabilities who maintained employment. Interviews and observations that followed appreciative inquiry principles and social role valorization perceptions were used to gain insight from the individual with disabilities, supervisors, co-workers, and the individual’s employer. The results of this qualitative case study identified the social competencies needed for individuals with disabilities to maintain employment. Professionals who prepare individuals with disabilities for employment could include the identified social skills in their instruction.

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14

Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics, service records and employment data on each individual who receives services from VR. Four logistic regression models were developed using Hosmer, Lemeshow, and Studivant's model building approach to test the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on VR closure status. Seven risk factors were identified that decrease the probability of young adults with disabilities achieving a positive VR closure status: (1) being female; (2) having a primary disability of mental illness; (3) having a primary disability of traumatic brain injury; (4) having an interpersonal impediment to employment; (5) receiving Supplemental Security Income at application; (6) closing VR services during federal fiscal year (FFY) 2008; and (7) closing VR services during FFY 2009. Five protective factors were identified that increase the probability of young adults with disabilities achieving a positive VR closure status: (1) participation in the Oregon Youth Transition Program; (2) earning at least a high school completion certificate by closure; (3) receiving a higher number of VR services; (4) closing VR services on or below the median number of days to closure; and (5) closing VR services during FFY 2004. These findings support the hypothesis that individual characteristics, in-school experiences, post-school experiences, and contextual factors are predictors of positive VR closure status among young adults with disabilities. Further, these results provide evidence that transition services and supports provided to young adults with disabilities receiving services from VR can help them to achieve positive VR closure status.
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Heider, Amy E. "Effects of Self-Directed Video Prompting on Vocational Task Acquisition." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492163218830947.

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16

Thibodeau, Patrick M. "The concerns of secondary vocational-technology education instructors in regards to special needs students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998thibodeaup.pdf.

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17

Brock-Fowler, Tammy Kay. "Alternative education in West Virginia perceptions of programs, leadership and success /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2153.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 108 p. Includes abstract. Includes bibliographical references (p. 95-102).
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18

Webb, Traice A. "Telling the future a qualitative examination of the career preparations and expectations of African American high school seniors /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6008.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 3, 2008) Includes bibliographical references.
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19

Strater, Kate. "Post high school transition to work| an examination of self-determination in young adults with intellectual disabilities participating in project search." Thesis, Northern Kentucky University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157874.

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Challenges encountered by young adults with intellectual disabilities (ID) during the transition from high school to employment have great potential to limit an individual’s opportunity and/or capacity for self-determination regarding employment. This mixed-method study is focused on defining the characteristics of self-determined people and examining the challenges to self-determination experienced by a group of nine Project SEARCH interns with ID. Through field observations as well as initial and final interviews, photographs, goal-reporting, and administration of the AIR Self-Determination Scale, the challenges discovered among the Project SEARCH interns included those related to communication; social interaction and awareness; work skill development; emotional control; disposition, positive attitude, and work ethic; and seeing oneself outside of the current work experience. It further examined how intern experiences, interactions, and individualized supports available during the Project SEARCH year contributed to an intern’s positive growth and change in the self-determination characteristics directly related to his/her identified challenges.

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20

Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.

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During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.
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21

Johnson, Betty J. Hemenway Robert E. "Attributes of career goals set by individuals with mild disabilities." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510424.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 27, 2006. Dissertation Committee: Robert Hemenway (chair), Jeffrey Hecht, Pamela Hardaway-Wheeler, Toni McCarty, Thomas Caldwell. Includes bibliographical references (leaves 123-134) and abstract. Also available in print.
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22

Leslie, Mildred Ann. "Supported employment: Job coach versus natural support." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.

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23

Achatz, Daniel R. "A comprehensive model for a transition program to be used with persons with disabilities." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/908.

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24

Olea, David Michael. "Life after high school| Experiences of adults with learning disabilities who participated in a work skills program in high school." Thesis, Azusa Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133483.

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This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super’s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.

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25

Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.
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26

Mooney, Marianne Jr. "Family Contributions to the Work Readiness of Youth with Learning Disabilities." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30623.

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The study identified the contributions families made to the work-readiness of youth with learning disabilities. A qualitative research approach, the in-depth telephone interview, was the primary information-gathering instrument. Two questions were posed to guide the study: 1.What communications or behaviors do families engage in within the contexts of the home, school, workplace, and community that contribute to the work readiness of youth with learning disabilities? 2. What value do these families place on their roles in the development of their youngster's work readiness? Families from the Commonwealth of Virginia were nominated by parent resource center directors as meeting the criteria established for the study. A total of 27 individuals were "purposefully selected" to be interviewed. The participants were family members of employed youth, age 16 to 22, with documented learning disabilities. Telephone interviews were taped, transcribed, coded, and analyzed using Ethnograph and a three-step coding process. A description of major themes and subthemes which emerged from the analysis was presented in narrative and table form. Participant statements were used to illustrate the themes. Participants identified 29 critical work-readiness skills they perceived youth would need for workplace success. These work-readiness skills supported six themes: human relations, work ethic, compoliance, personal qualities, education and training, and independence. Participants identified the various activities, behaviors, and conversations they engaged in to promote work-readiness in their children within four setting: the homes, school, workplace, and community. These actions were analyzed within and among the four settings, and in relation to the themes established. The themes of education and training and independence were the most prevalent. The family's responsibilities for and abilities to develop work-readiness skills were examined, and the types of assistance they had accessed or believed other families could benefit from were identified. Stakeholder groups and their roles and responsibilities in the collaborative effort to develop work skills were identified. Stakeholder roles included provider, teacher, facilitator, nurturer, communicator, and preparer. Participants reflected on the process of preparing youth with learning disabilities for work, determined what they would do differently, and offered advise on work-readiness skill development to other families of children with learning disabilities.
Ph. D.
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27

Cullen, Jennifer Marie. "Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374235173.

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28

Whiting, Christine A. "Instilling Hope| Showing Individuals with New Disabilities Between the Ages of 18 and 24 that Suicide is Not the Answer." Thesis, University of Arkansas, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111663.

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The purpose of this dissertation is to explore what can be done to mitigate the onset of a disability for young adults aged 18-24 in order to prevent suicidal thoughts or actions. Research suggests that many factors play into suicidal ideation for this young population, including lost hope, lack of coping mechanisms, lack of financial security and bullying. The goal of this research is to determine what rehabilitation professionals can do differently that will hopefully eradicate suicide for this group.

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29

Edelburg, Elizabeth. "Differences in social skills between learning disabled students and regular education students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998edelburge.pdf.

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30

Oswald, Gina R. "Predictors of Successful Outcomes of Transition-Aed Youth in Vocational Rehabilitation in the State of Ohio." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271784611.

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31

McGuire-Hamrick, Linda. "The effects of a special intervention program on socioeconomically disadvantaged children." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832987.

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The purpose of the study was to investigate the effects of the first three years of a special ongoing intervention program on the academic performance and attitudes of 8th grade participants. Academic growth and current attitudes of students in the program were compared with academic growth and attitudes of a similar group of eighth-grade students. A third group of students was used for comparison purposes. All students involved in the study were eighth-grade students enrolled in a midwestern school district.Major conclusions derived from the findings included: Grade point averages for participants in a Special Intervention Program were significantly higher than CPA's for similar non-participants. In fact, CPA's for Program participants were not significantly different from CPA's for the completely random sample.California Achievement Test scores for participants in a Special Intervention Program were significantly higher than CAT scores for similar non-participants. In fact, CAT, scores for Program participants were not significantly different from CAT scores for the completely random sample.Participation in a Special Intervention Program did not significantly affect students' school attendance, punctuality, or Behavior Rating Profile Scores inasmuch as there were no significant differences between any of the groups studied for those variables.
Department of Educational Leadership
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32

Buck, Linda Lee. "Perceptions of vocational special education coordinators in Ohio regarding the importance and level of performance of state-prescribed guidelines /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691095448.

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33

Ali, Mohammed Irshad. "A job search skills curriculum for individuals with visual disabilities in Fiji." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/796.

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34

Henry, Linda M. Morreau Lanny E. "Attributes of career goals established by elementary-grade students with mild disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633419.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 22, 2006. Dissertation Committee: Lanny Morreau (chair), Mack Bowen, Jeffrey Hecht, Toni McCarty, Robert Wazienski. Includes bibliographical references (leaves 145-177) and abstract. Also available in print.
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35

Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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36

Lock, Suk-han. "Careers education in s skills opportunity school (SOS) : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706276.

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37

Davis, Carol Louise. "Social work education as preparation for working with individuals with disabilities." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1924.

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The purpose of this study is to explore the question of whether or not graduate schools in social work have adequately prepared social workers to deal with the changing needs of individuals with disabilities.
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38

Yamamoto, Scott Hiromi. "Individuals with Disabilities in Self-Employment through Vocational Rehabilitation Agencies across the United States." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11534.

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xv, 111 p. : ill.
Despite numerous legislative and programmatic efforts, individuals with disabilities continue to experience greater difficulties gaining employment and poorer outcomes of employment than individuals without disabilities. These disparities negatively impact society. My review of the U.S. empirical research literature suggests, however, that self-employment could improve employment opportunities and outcomes for individuals with disabilities, and their success is most influenced by individual characteristics, level of supports, and accountability systems. In this dissertation study, I used a nonexperimental research design to investigate six research questions with Hierarchical Linear Modeling (HLM) and Structural Equation Modeling (SEM) statistical analyses. Extant data on more than a million clients of vocational rehabilitation (VR) agencies from the 50 states and District of Columbia for fiscal years 2003 to 2007 were obtained from the Rehabilitation Services Administration. Results of the HLM analysis indicated that among the significant (p<.001) predictors of self-employment closure across the fiscal years, ethnicity had the strongest effect. The initial SEM analysis produced an inadmissible solution; the respecified model of individual characteristics, level of supports, and accountability systems produced a reasonable model fit in each fiscal year. The model invariance testing across the four U.S. Census Regions indicated a reasonable fit in each fiscal year when model parameters were freely estimated for each region, but very poor fit and significant differences were indicated when some parameters were fixed to be equal across the regions. The major limitations of this dissertation study are model misspecification in HLM and SEM and the small number of RSA fiscal years that were analyzed; causal inferences cannot be made. The primary implication of this study for researchers is using the results of the statistical analyses to develop and test theories about self-employment of individuals with disabilities through VR. The primary implication for VR is using the results to make decisions about services and agency policies. Recommendations for further research include (a) using Laplace estimation in HLM, (b) analyzing other HLM random effects and predictors, (c) testing a SEM model of different indicators and factor structure with Bayesian estimation, and (d) conducting empirical longitudinal studies given the complex developmental processes of self-employment.
Committee in charge: Richard Albin Chair; Deanne Unruh, Member; Deborah Olson, Member; Lauren Lindstrom, Member; Patricia Gwartney, Outside Member
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39

Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Abstract:
Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.
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40

Lund, Patricia D. "The Effects of Video Prompting via an iPad on Vocational Skill Development of Secondary Students with Developmental Disabilities." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4310.

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Current laws stress the importance of using research-based practices to teach transition and vocational skills to students with disabilities. Some of the evidence-based practices include the use of videos to prompt students through a task. Much research has been done concerning the effectiveness of video prompts to teach daily living skills, academic skills and social skills. Transitional skills that have been taught often include simple, entry level skills such as watering plants, cooking soup in the microwave or setting a table. To date, there is little research regarding the use of video prompts to teach complex employment skills that can help students reach competitive employment. The current research attempts to study the effectiveness of video prompting using a multiple baseline ABA research design. Participants included two high school students with autism. Both students were taught how to use woodworking tools to make a key rack. Independent task completion and quality check scores were analyzed and graphed. Both students showed an increase in the number of skills they could perform independently and the overall quality of their work from baseline to intervention. One student was able to maintain the skills after the video prompts were moved. The other student showed a slight decrease in scores after the intervention was removed. Future studies should seek to replicate the study in order to determine a functional relationship between video prompting and independent vocational task completion.
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41

Monahan, Michael. "Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2561/.

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The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.
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42

Stromberg, Cara A. "Career aspirations : similarities and differences between adolescence with learning disabilities and adolescence not receiving special education services /." Online version of thesis, 2008. http://hdl.handle.net/1850/7542.

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43

Duckworth, Debbie Lee. "Transition resource guide for teachers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1573.

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44

Riegelmayer, Mary. "The Impact of Employment Environment and Stereotype Threat on Self-perceptions and Work Performance of Individuals with Intellectual Disabilities." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1343741318.

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Cain, Catherine Marie. "Correlates of burnout and successful rehabilitation closures among vocational rehabilitation counselors serving persons with severe physical and psychiatric disabilities : a descriptive survey study." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240059814.

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46

O'Rourke, Jamie M. "A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907.

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47

Heinlein, William E. "Clinical utility of the Wechsler Scales in psychological evaluations to estimate vocational aptitude among learning disabled young adults." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82648.

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A growing body of opinion, research, and legislation [PL 98-524] implies that school psychological evaluations with adolescents and young adults should routinely include estimates of vocational interests and aptitude. Certainly all secondary level special education evaluations should include this important vocational component. Evidence suggests that the experience of career development among learning disabled young adults is particularly frustrating and difficult without early planning and exploration of options. This study examines the utility of traditionally available psychometric data in assisting the clinician make initial, exploratory estimates of vocational aptitude without referring the client for specialized testing. Wechsler Adult Intelligence Scale - Revised [WAIS-R], and General Aptitude Test Battery [GATB] scores were subjected to a multivariate, canonical correlation analysis to examine the overlap among constructs estimated by these sets of variables. The sample was composed of 148 learning disabled young adults enrolled in a state supported vocational rehabilitation program. Three significant canonical correlations were interpreted. The redundancy index showed that 34% of the variance in GATB aptitudes is explained by three linear combinations of WAIS-R subtest scaled scores, and that 31% of the WAIS-R subtest variance is predictable from three composites of GATB aptitude scores. Analysis of the structure correlations suggests that the first pair of canonical variates [Rc = .87] share a general intelligence, or verbal comprehension factor. A second pair [Rc= .73] share a perceptual and motor coordination construct. The third pair of canonical variates [Rc = .61] define a perceptual speed, or psychomotor construct that overlaps both the GATB and the WAIS-R set of test scores. There is evidence that GATB and WAIS-R estimate similar, but essentially independent dimensions of the same three psychoeducational constructs. WAIS-R may provide better estimates of fluid ability than GATB; and GATB may provide better estimates of crystallized ability than WAIS-R. Clinical implications for psychologists making exploratory estimates of vocational ability and aptitude from clinical profiles of WAIS-R scaled scores are discussed. Assessment issues with respect to the learning disabled young adult are also presented. [175 references]
Ed. D.
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48

Monroe, Carolee Ann Novicky. "A follow-up of transitioning students with mild disabilities." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1499.

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49

Harwood, Kristine Annette. "Agency influence on best practices with adults with developmental disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1632.

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50

Washburn, Elizabeth A. "Comparing the Point-of-View and Spectator Perspectives in Video Prompting for Young Adults with Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/8792.

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Video modeling is an evidence-based practice for teaching a wide range of skills to individuals with disabilities. Recent advances in technology have also made video modeling and video prompting more accessible and feasible for teachers and practitioners. This study aims to see if a functional difference exists between two filming perspectives: point-of-view and spectator. Using a single-subject alternating treatments design with least-to-most prompting, the researcher investigated differences between the two perspectives. Four individuals participated in this study—two males and two females between the ages of 19 and 21 with varying disabilities. Data were analyzed visually. Tasks that were taught are: cutting paper using a paper slicer, gluing paper onto a painted wood block, and opening a combination lock. At the conclusion of the study, it was determined that there is not a substantial difference between the two perspectives. However, participants successfully learned the new skills in both perspectives, indicating that positive outcomes may be observed when using a video prompting intervention to teach new skills to young adults with disabilities.
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